During the 2018–2019 school year, Birdville Independent
School District (ISD) implemented Edgenuity MyPath with
struggling 6th grade students in three middle schools.
As Figure 1 shows, MyPath students demonstrated
significantly greater gains on the Renaissance Star 360
Reading Assessment than a comparison group of equivalent
nonparticipating peers (p = .015). Further, a regression
analysis that controlled for fall scores and gender revealed that
MyPath reading students were predicted to have spring 2019
Renaissance Star 360 Reading scores that were 43.5 points
higher than peers who did not use the program (p = .042).
Data also show that from fall 2018 to spring 2019, MyPath students demonstrated nearly two years’ reading growth. The 6th grade
MyPath students (performing at the 20th percentile) were expected to gain 50 scale score points on the Renaissance Star Reading
Assessment (as determined by the 2014 normative sample) and the 6th grade comparison group (performing at the 25th percentile)
were expected to gain 53 scale score points. While the actual scale score gain demonstrated by MyPath students surpassed the
typical fall-to-spring gain by 45 points, the comparison group fell short of their growth goal by 10 points (see Figure 2).
Research BriefBirdville Independent School District - HALTOM CITY, TEXAS
MyPath students outperform their peers by 55 percent on the
Renaissance Star 360 Reading® Assessment
BIRDVILLE ISD MYPATH PARTICIPANTS:
Enrollment: 80 students
Hispanic: 44%
White 33%
Black 19%
Asian 3%
Pacific Islander <1%
Multiracial <1%
Male 65%
Free/Reduced-
Price Lunch 59%
Special Education 15%
English Learner 20%
MyPath (N=80)
Figure 1. Birdville ISD MyPath Students and Comparison
Group, 6th Grade
Performance on the Renaissance Star Reading Assessment,
Fall 2018 to Spring 2019
Renaissance Star 360
Reading Scale Score 600
550
500
450
493
530
573
588
MyPath (N=80) Comparison (N=57)
Fall 2018 Spring 2019
Figure 2. Birdville ISD MyPath Students and Comparison
Group, 6th Grade
Growth on the Renaissance Star Reading Assessment,
Fall 2018 to Spring 2019
Renaissance Star 360
Reading Growth
Comparison (N=57)
100
75
50
25
0
Expected Actual
505343
95
School District (ISD) implemented Edgenuity MyPath with
struggling 6th grade students in three middle schools.
As Figure 1 shows, MyPath students demonstrated
significantly greater gains on the Renaissance Star 360
Reading Assessment than a comparison group of equivalent
nonparticipating peers (p = .015). Further, a regression
analysis that controlled for fall scores and gender revealed that
MyPath reading students were predicted to have spring 2019
Renaissance Star 360 Reading scores that were 43.5 points
higher than peers who did not use the program (p = .042).
Data also show that from fall 2018 to spring 2019, MyPath students demonstrated nearly two years’ reading growth. The 6th grade
MyPath students (performing at the 20th percentile) were expected to gain 50 scale score points on the Renaissance Star Reading
Assessment (as determined by the 2014 normative sample) and the 6th grade comparison group (performing at the 25th percentile)
were expected to gain 53 scale score points. While the actual scale score gain demonstrated by MyPath students surpassed the
typical fall-to-spring gain by 45 points, the comparison group fell short of their growth goal by 10 points (see Figure 2).
Research BriefBirdville Independent School District - HALTOM CITY, TEXAS
MyPath students outperform their peers by 55 percent on the
Renaissance Star 360 Reading® Assessment
BIRDVILLE ISD MYPATH PARTICIPANTS:
Enrollment: 80 students
Hispanic: 44%
White 33%
Black 19%
Asian 3%
Pacific Islander <1%
Multiracial <1%
Male 65%
Free/Reduced-
Price Lunch 59%
Special Education 15%
English Learner 20%
MyPath (N=80)
Figure 1. Birdville ISD MyPath Students and Comparison
Group, 6th Grade
Performance on the Renaissance Star Reading Assessment,
Fall 2018 to Spring 2019
Renaissance Star 360
Reading Scale Score 600
550
500
450
493
530
573
588
MyPath (N=80) Comparison (N=57)
Fall 2018 Spring 2019
Figure 2. Birdville ISD MyPath Students and Comparison
Group, 6th Grade
Growth on the Renaissance Star Reading Assessment,
Fall 2018 to Spring 2019
Renaissance Star 360
Reading Growth
Comparison (N=57)
100
75
50
25
0
Expected Actual
505343
95
As Figure 3 notes, data also showed that regardless of demographic profile, all subgroups demonstrated statistically significant scale score
gains on the Renaissance Star 360 Reading Assessment from fall 2018 to spring 2019. Notably, MyPath helped close the reading gap
between students with disabilities and general education students. In fall 2018, students with disabilities were performing 60 points below
general education students on the fall 2018 Renaissance Star 360 Reading Assessment. However, by spring 2019, they were performing
18 scale score points above the general education students. While both groups made significant gains, students with disabilities exhibited
gains that were almost double those of the general education students (162 points versus 83 points, respectively, p = .002).
Figure 3. Birdville ISD MyPath Students, 6th Grade
Performance on the Renaissance Star Reading Assessment by Demographic Group, Fall 2018 to Spring 2019
Demographic Number
of Students
Renaissance Star Reading
Fall 2018 Score
Renaissance Star Reading
Spring 2019 Score Growth p
Value
Effect
Size
6th Grade 80 493 588 95
Gender Male 52 494 607 113 .000 0.83
Female 28 491 552 62 .002 0.64
Free/Reduced-
Price Lunch
Yes 47 477 570 93 .000 0.68
No 33 515 613 98 .000 0.88
Special Education Yes 12 442 603 162 .000 1.74
No 68 502 585 83 .000 0.65
LEP Status Yes 16 417 479 62 .042 0.56
No 62 507 615 108 .000 0.93
Ethnicity White 26 535 644 109 .000 0.79
Hispanic 35 485 570 85 .000 0.65
Challenge
Located outside Fort Worth, Texas, Birdville ISD is a K–12 public school district with more than 23,000 students. The district
wanted to find an engaging way to help struggling middle school students close learning gaps in reading. Birdville ISD selected
Edgenuity MyPath because it offered differentiated instruction.
Solution
Students used MyPath an average of 30 minutes per day, three days per week, during 50-minute class periods.
Lessons Learned
Teachers reported that MyPath was helpful as a resource because it:
• Supported struggling students: Teachers reported that the program helped students who were struggling master skills and
standards at their own speed. Tammy Daniel, Coordinator of Online Learning, adds, “Our teachers used MyPath to reteach
topics. The videos were a phenomenal resource because they allowed students to relearn the material at their own pace.
Students could rewind and pause as needed to take notes or hear a concept again, which was very useful.”
• Supported teachers: Teachers took advantage of professional development training, Edgenuity’s help center, and online customer
support to assist with implementation. Daniel notes, “Our teachers were blown away by the support they received. The company
had thought through everything. From helping us get students set up in the system, to advising on implementation models, and
helping us use data to drive instruction, Edgenuity ensured we had all the resources we needed to help our students succeed.”
gains on the Renaissance Star 360 Reading Assessment from fall 2018 to spring 2019. Notably, MyPath helped close the reading gap
between students with disabilities and general education students. In fall 2018, students with disabilities were performing 60 points below
general education students on the fall 2018 Renaissance Star 360 Reading Assessment. However, by spring 2019, they were performing
18 scale score points above the general education students. While both groups made significant gains, students with disabilities exhibited
gains that were almost double those of the general education students (162 points versus 83 points, respectively, p = .002).
Figure 3. Birdville ISD MyPath Students, 6th Grade
Performance on the Renaissance Star Reading Assessment by Demographic Group, Fall 2018 to Spring 2019
Demographic Number
of Students
Renaissance Star Reading
Fall 2018 Score
Renaissance Star Reading
Spring 2019 Score Growth p
Value
Effect
Size
6th Grade 80 493 588 95
Gender Male 52 494 607 113 .000 0.83
Female 28 491 552 62 .002 0.64
Free/Reduced-
Price Lunch
Yes 47 477 570 93 .000 0.68
No 33 515 613 98 .000 0.88
Special Education Yes 12 442 603 162 .000 1.74
No 68 502 585 83 .000 0.65
LEP Status Yes 16 417 479 62 .042 0.56
No 62 507 615 108 .000 0.93
Ethnicity White 26 535 644 109 .000 0.79
Hispanic 35 485 570 85 .000 0.65
Challenge
Located outside Fort Worth, Texas, Birdville ISD is a K–12 public school district with more than 23,000 students. The district
wanted to find an engaging way to help struggling middle school students close learning gaps in reading. Birdville ISD selected
Edgenuity MyPath because it offered differentiated instruction.
Solution
Students used MyPath an average of 30 minutes per day, three days per week, during 50-minute class periods.
Lessons Learned
Teachers reported that MyPath was helpful as a resource because it:
• Supported struggling students: Teachers reported that the program helped students who were struggling master skills and
standards at their own speed. Tammy Daniel, Coordinator of Online Learning, adds, “Our teachers used MyPath to reteach
topics. The videos were a phenomenal resource because they allowed students to relearn the material at their own pace.
Students could rewind and pause as needed to take notes or hear a concept again, which was very useful.”
• Supported teachers: Teachers took advantage of professional development training, Edgenuity’s help center, and online customer
support to assist with implementation. Daniel notes, “Our teachers were blown away by the support they received. The company
had thought through everything. From helping us get students set up in the system, to advising on implementation models, and
helping us use data to drive instruction, Edgenuity ensured we had all the resources we needed to help our students succeed.”
Copyright © Edgenuity Inc. 877.7CLICKS solutions@edgenuity.com
where learning clicks
Appendix
This study used a matched-comparison group design that consisted of (1) MyPath students and (2) a comparison group whose
baseline characteristics were similar at the beginning of the school year. The more similar the two groups are at baseline, the
more likely that the observed difference between the two groups after the intervention can be attributed to the intervention
itself, and not to other preexisting differences. In Figure 4, a p-value of less than 0.05 indicates that two groups are statistically
different from each other. Results show that the comparison groups’ fall Renaissance Star 360 scores were not statistically
different at the start of the school year. In addition, the two groups were similar on all demographic characteristics except for
gender: 35% of students in MyPath and 54% of students in the comparison group were female (p<.05).
Figure 4. Birdville ISD, 6th Grade Students
Baseline Equivalence Between Treatment and Comparison Group Students
Demographic
Treatment Comparison
pN Renaissance Star Reading
Fall 2018 Score N Renaissance Star Reading
Fall 2018 Score
All Students 80 492.75 57 530.14 .209
Gender Female 28 490.54 31 563.06 .940
Male 52 493.94 26 490.88 .053
Free/Reduced-Price Lunch Eligible 47 477.11 36 535.61 .172
Not Eligible 33 515.03 21 520.76 .873
Special Education SPED 12 441.58 8 339.50 .169
Not SPED 68 501.78 49 561.27 .038
LEP Current LEP 16 417.31 14 393.07 .694
Not LEP 62 506.61 43 574.77 .029
ESL Yes 16 417.31 14 393.07 .694
No 64 511.61 43 574.77 .044
At-Risk Yes 41 468.00 35 483.66 .687
No 39 518.77 22 604.09 .022
Ethnicity
Black 15 493.09 8 526.20 .268
Hispanic 35 485.03 26 441.12 .245
White 26 534.46 21 631.33 .063
where learning clicks
Appendix
This study used a matched-comparison group design that consisted of (1) MyPath students and (2) a comparison group whose
baseline characteristics were similar at the beginning of the school year. The more similar the two groups are at baseline, the
more likely that the observed difference between the two groups after the intervention can be attributed to the intervention
itself, and not to other preexisting differences. In Figure 4, a p-value of less than 0.05 indicates that two groups are statistically
different from each other. Results show that the comparison groups’ fall Renaissance Star 360 scores were not statistically
different at the start of the school year. In addition, the two groups were similar on all demographic characteristics except for
gender: 35% of students in MyPath and 54% of students in the comparison group were female (p<.05).
Figure 4. Birdville ISD, 6th Grade Students
Baseline Equivalence Between Treatment and Comparison Group Students
Demographic
Treatment Comparison
pN Renaissance Star Reading
Fall 2018 Score N Renaissance Star Reading
Fall 2018 Score
All Students 80 492.75 57 530.14 .209
Gender Female 28 490.54 31 563.06 .940
Male 52 493.94 26 490.88 .053
Free/Reduced-Price Lunch Eligible 47 477.11 36 535.61 .172
Not Eligible 33 515.03 21 520.76 .873
Special Education SPED 12 441.58 8 339.50 .169
Not SPED 68 501.78 49 561.27 .038
LEP Current LEP 16 417.31 14 393.07 .694
Not LEP 62 506.61 43 574.77 .029
ESL Yes 16 417.31 14 393.07 .694
No 64 511.61 43 574.77 .044
At-Risk Yes 41 468.00 35 483.66 .687
No 39 518.77 22 604.09 .022
Ethnicity
Black 15 493.09 8 526.20 .268
Hispanic 35 485.03 26 441.12 .245
White 26 534.46 21 631.33 .063